L-Vocabulary+Acquisition+&+Use

L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. b. Recognize and explain the meaning of common idioms, adages, and proverbs. c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). || ===‍‍‍‍‍‍Anchor Standard/Mathematical Practice(s) === 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. || 4.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. || ===‍‍‍‍‍‍Revised Bloom's Level of thinking === Understanding, Applying || ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Learning Target/Task Analysis === <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">The overall focus of language learning in regards to vocabulary acquisition is to guide students as they make purposeful language choices in writing and speaking in order to communicate effectively in a wide range of print and digital texts. Students need to understand the diversity in standard English and the ways authors use formal and informal voice (dialects, registers) to craft their message for specific purposes. Students also need strategies for learning to make these kinds of choices for themselves as they write and speak in different contexts and for different purposes. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Learning words at this stage includes exploring the meaning of simple similes, metaphors, idioms, adages, and proverbs; demonstrating understanding of relationships between words (synonyms and antonyms); growing vocabulary by using known word parts (Greek and Latin affix and root) to acquire unknown words; and developing print and digital reference use (glossary, dictionary, and thesaurus). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">“Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.” <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">“General academic vocabulary (Tier 2) words appear in all sorts of texts; informational, technical texts, and literary texts.” <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">“Domain-specific vocabulary (Tier 3) words are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature.”
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Common Core Standards ===
 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Information Technology Standard ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍I can...
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.4 I can determine or clarify the meaning of unknown and multiple-meaning words and phrases. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.5 I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">4.6 I can acquire and use grade-appropriate words and phrases.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Essential Vocabulary
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">nuances, adages, proverbs, acquire, domain-specific

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Sample Assessments
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Active Expressions/Clickers for Formative Assessments <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Common Assessments <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Foldables <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Frayer Maps <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Ticket out the Door <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Teaching Moments

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Intervention:

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Use Frayers or foldables for vocabulary/illustrations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Power points with pictures for visual learners
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Word Map- Use to teach and reinforce new vocabulary
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">FCRR: Vocabulary- Activities for word meaning and word analysis.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Flexible grouping
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Peer tutoring
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Think, Pair, Share
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Storyline Online- Use Frayer Models or foldables for vocabulary/illustrations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">“Inside Outside Circle”- (Flexible Grouping) Students review vocabulary words from index cards.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Word Studies
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Graphic Organizers

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Enrichment:

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Multiple Intelligences: http://daretodifferentiate.wikispaces.com/Choice+Boards
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Charades with vocabulary
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Jeopardy PPT
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Graphic Organizers
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Matching games with vocabulary
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Seminars
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Journal
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Board of Fortune- Groups identify words from clues, definitions.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Crazy Story- Teams make up story with word using sentence strips.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Chain Link- Teams define words and create a chain. The team with the longest chain wins.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Vocabulary Bingo- Groups of four play bingo using vocabulary words.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Tic-Tac-Toe- Groups of four play tic-tac-toe using vocabulary words.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Back-to-Back- Pair sits back-to-back and guesses each other’s words and definitions.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Vocabulary Twister- Teams play twister using vocabulary words.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Burrito Pancho- Teams guess vocabulary word and if no one guesses Burrito Pancho gets the point.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Mystery Word- Student has vocabulary word on head and other students have definitions on their back and must find each other.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Vocabulary Catch- Teams throw ball to teams and must define vocabulary words.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">“I have, Who Has”- Students guess each others’ vocabulary words.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Instructional Resources
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">FCRR: Vocabulary: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[] <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Word Map: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">http://www.readwritethink.org/files/resources/lesson_images/lesson307/wordmap.pdf <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Links to activities and games for Reading: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">[]

===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">‍‍‍‍‍‍Notes and Additional Information === <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">